OBJECTIVE: To evaluate a clinical patient (CP) model for training in pelvic examination. DESIGN: Prospective clinical study. POPULATION: Students attending the course in obstetrics and gynecology and patients at Karolinska University Hospital, Stockholm, Sweden. MAIN OUTCOME MEASURES: Feelings, attitudes and skills of medical students and ratings from CPs in connection to training in the pelvic examination. METHODS: Each student participated in two training sessions at an outpatient clinic. The student participants answered questionnaires after each clinical session to measure different aspects of experiencing distress and to themselves rate the technical performance of the examination as well as the interaction with the CP. The CP answered questions about the examination, communication, information provided by the student and how they felt about participating in a teaching session. RESULTS: The students rated their own performance high including both interpersonal communication and the technical examination. It was felt that the teacher as well as the CP gave good support and guidance. The CPs rated interpersonal communication skills by the students high. The teaching session was regarded as important and useful by both students and CPs. CONCLUSIONS: We recommend the use of this type of training sessions where students are allowed to work more independently and train in the role as a doctor under supervision of the teacher.
OBJECTIVE: To evaluate a clinical patient (CP) model for training in pelvic examination. DESIGN: Prospective clinical study. POPULATION: Students attending the course in obstetrics and gynecology and patients at Karolinska University Hospital, Stockholm, Sweden. MAIN OUTCOME MEASURES: Feelings, attitudes and skills of medical students and ratings from CPs in connection to training in the pelvic examination. METHODS: Each student participated in two training sessions at an outpatient clinic. The student participants answered questionnaires after each clinical session to measure different aspects of experiencing distress and to themselves rate the technical performance of the examination as well as the interaction with the CP. The CP answered questions about the examination, communication, information provided by the student and how they felt about participating in a teaching session. RESULTS: The students rated their own performance high including both interpersonal communication and the technical examination. It was felt that the teacher as well as the CP gave good support and guidance. The CPs rated interpersonal communication skills by the students high. The teaching session was regarded as important and useful by both students and CPs. CONCLUSIONS: We recommend the use of this type of training sessions where students are allowed to work more independently and train in the role as a doctor under supervision of the teacher.
Authors: Matthias Kiesel; Inga Beyers; Adam Kalisz; Achim Wöckel; Anne Quenzer; Tanja Schlaiß; Christine Wulff; Joachim Diessner Journal: 3D Print Med Date: 2022-07-06